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INSTRUCTOR’S GUIDE

Science G

Thank you for downloading this sample of Sonlight’s Science G Instructor’s Guide (what we affectionately refer to as an IG). In order to give you a full perspective on our Instructor’s Guides, this sample will include parts from every section that is included in the full IG.

Here’s a quick overview of what you’ll find in this sample.

Ҍ A Quick Start Guide

Ҍ A 3-week Schedule

Ҍ Activity Sheets and Parent Answer Keys

Ҍ A Scope and Sequence of topics and and skills your children will be developing throughout the school year

SONLIGHT’S “SECRET” COMES DOWN TO THIS:

We believe most children respond more positively to great literature than they do to textbooks. To properly use this sample to teach your student, you will need the books that are scheduled in it. We include all the books you will need when you purchase a package from sonlight.com.

Curriculum experts develop each IG to ensure that you have everything you need for your homeschool day. Every IG offers a customizable homeschool schedule, complete lesson plans, pertinent activities, and thoughtful questions to aid your students’ comprehension. It includes handy teaching tips and pointers so you can homeschool with confidence all year long.

If you need any help using or customizing our IGs, please reach out to our experienced homeschool advisors at sonlight.com/advisors.

We hope you enjoy using this sample. For even more information about Sonlight’s IGs, please visit: sonlight.com/ig. It would be our pleasure to serve you as you begin your homeschool journey.

If you like what you see in this sample, visit sonlight.com/science to order your Science package.

Blessings!

Sarita Holzmann, Co-founder and president of Sonlight Curriculum

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“The heavens declare the glory of God; the skies proclaim the work of his hands.”

Psalm 19:1 (NIV)

Science (5-Day)Geology, Physics, and Origins

By The Sonlight Team

GAges 11–13Grades 6–8

INSTRUCTOR’S GUIDE

Sonlight Curriculum® Science G “Geology, Physics, and Origins” (5-Day) Instructor’s Guide and Notes, Twenty-Seventh Edition

Copyright © 1997, and annually 1998–2019 by Sonlight Curriculum, Ltd.

All Rights Reserved.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means— electronic, mechanical, photocopy, recording, or any other—except for brief quota-tions embodied in critical articles or printed reviews, without prior writ-ten permission of the publisher. However, permission is hereby granted to the original Sonlight Curriculum, Ltd. purchaser only to reproduce the Schedule Pages, Evaluation Form; Certificate of Completion; Activity Sheets; and Additional Schedule Pages as necessary for his or her immedi-ate family’s use.

“Do to others what you would have them do to you” (Matthew 7:12).

“The worker is worth his keep” (Matthew 10:10).

Published by

Sonlight Curriculum, Ltd. 8042 South Grant Way Littleton, CO 80122-2705 USA

Phone (303) 730-6292 Fax (303) 795-8668

E-mail: [email protected]

NOTE TO PURCHASER

Sonlight Curriculum, Ltd. is committed to providing the best homeschool resources on the market. This entails regular upgrades to our curricu-lum and to our Instructor’s Guides. This guide is the 2019 Edition of the Sonlight Curriculum® Science G “Geology, Physics, and Origins.” If you purchased it from a source other than Sonlight Curriculum, Ltd., you should know that it may not be the latest edition available.

This guide is sold with the understanding that none of the Authors nor the Publisher is engaged in rendering educational services. Questions relevant to the specific educational or legal needs of the user should be addressed to practicing members of those professions.

The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar as they apply to any particular classroom or homeschooling situation.

The Authors and Publisher specifically disclaim any liability, loss, or risk, personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.

Printed in the United States of America.

For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates.html. Please notify us of any errors you find not listed on this site. E-mail corrections to [email protected] and anysuggestions you may have to [email protected].

1 Introduction to Your Instructor’s Guide

• Table of Contents

• Quick Start Guide

• Introduction

• Welcome

• Evolution and the Age of the Earth

• Student Activity Sheets

• Practical Suggestions for Experiments

• Supplementary Websites

• Corrections and Suggestions

• Summary

• Science Supplies List

2 Schedule, Notes and Activity Sheets• A Weekly SCHEDULE for Science

• ACTIVITY SHEET ANSWER KEYS

3 Appendices• Weekly Subject List

Table of Contents

Visit sonlight.com | Call 800-903-1675

Special features of Sonlight’s Science Instructor’s Guides:1 Complete, Ready-to-Use Lesson Plans

All your science books and experiments are fully scheduled for the entire year. No need to create your own plans.

2 Detailed Teaching NotesNotes explain each assignment and

activity, point out fun facts about your reading, and provide extra information about important topics so you get the most from your materials.

3 Organizational Tools to Help You Plan Ahead

See at a glance the supplies you need for experiments this week and the following week. Know what supplies you’ll find in the Sonlight Science Kits, and which household items you’ll want to have ready.

4 Weekly Assignments and Engaging Activities

Simple, engaging experiments coordinate with your reading and provide hands-on learning. Sonlight’s Science kits provide the key supplies . . . so you actually do the experiments.

Many experiments are intriguing, yet simple, activities—such as exploring taste buds using basic ingredients like lem-on juice and sugar. Again, no planning necessary!

Your children will relish the discoveries they make throughout the year. And you’ll love that they are actively exploring Science, Technology, Engineering, Math (STEM) concepts, and making their learning stick.

Try before you buy!Get a three week sample of any Sonlight Instructor's

Guide—FREE!sonlight.com/samples

BIG-catalog.indb 16 2/21/2019 3:45:34 PM

Try before you buy! Get a three week sample of any Sonlight Instructor’s Guide—FREE! sonlight.com/samples

I am so thankful for Sonlight Science,” writes Janine B of Peoria, AZ. “The gentle overview of many topics in Science A has kept both of us engaged all year. I love that the materials are all provided in the Science Supply kit, so I’m not left scrambling for uncommon items on the morning of Experiment Day. Thank you, Sonlight, for making my job easy!” In this picture, Levi (7, Science A) learns about carbonation with the help of some raisins.

Instructor’s Guides A-J also include:

5 Interactive Activity SheetsYour Activity Sheets—with hundreds of activities, illustrations, charts, and pictures—help your children remember what they’ve learned. A variety of activity options coordi-nate with your students’ science studies and draw on a range of skills and interests.

Activities progress with your children’s abil-ities: from cutouts, matching, circle-the-an-swer, and dictation, to fill-in puzzles and sequencing analysis.

6 Complete Answer KeysSeparate Answer Keys mirror your Student Activity sheets for easy grading. No need to test—you have ongoing, reliable insight into your children’s comprehension.

6

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Geology, Physics, and Origins | 5-Day | Section One | 3

Evolution and the Age of the Earth

Two science-related issues require some special atten-tion. The first has to do with evolution, while the second relates to the age of the Earth.

Evolution

Some of the book selections in our science programs contain material supportive of evolution. Why do we include these books? First, we include them because the majority of the content in these resources is of high qual-ity, offering visually and intellectually appealing material. Second, we don’t take an isolationist approach to know-ledge. The subject of evolution is not something we want to teach children to avoid or put down without adequate understanding. Third, as the dominant perspective in contemporary science, evolution deserves mention and attention, even from those who disagree with its argu-ments. With that said, we do our best to provide balanced perspectives in relation to any potentially divisive content such as evolution.

When it comes to evolution, there are a few important points to keep in mind. In particular, differences between macroevolution and microevolution are crucial. These terms are sometimes used to clarify what is meant by evolution. Macroevolutionists accept evolution as the over arching explanation for all life, believing that evolution is responsible for significant changes in life forms such as a land-based mammal changing into an oceangoing mammal or dinosaurs allegedly evolving into birds. These supposed evolutionary changes are big, hence the term macro, meaning something very large in scale, is used in reference to this kind of evolution.

Microevolution, however, refers to small changes within different kinds of life. This approach grants the reality of changes within kinds such as birds or dogs. Obviously, there are many kinds and sizes of birds and dogs, but despite the variations, these creatures remain birds and dogs. As a result, someone can adhere to microevolution without granting all the beliefs of macroevolutionists, who tend to accept the basic underlying principles of Darwinian evolution.

Religious objections to evolution tend to stem from the accusation that macroevolution leaves God out of the picture, instead leaving the entire process of the emer-gence and development of life to chance and time. Of course, this means that evolution is undirected by any sort of intelligence, while Christianity, for instance, believes in the reality of the existence of God as Creator. In other words, one approach to evolution is based on a worldview known as naturalism, while another is based on theism.

Naturalism here does not refer to enjoying nature, as in being a naturalist, but to a worldview that denies the existence of anything beyond the material world. In other words, anything supernatural, such as the existence of God, is rejected by naturalists.

Introduction

Welcome!

In Science G, you will learn about physics, chemistry, biology, and the philosophy of science. But primarily physics.

Sonlight Science programs include introductory studies in a range of experimental sciences. The main point of all the reading, activities, and (if you choose) experiments is to introduce your children to the scientific method and the joy of discovery.

We want children to be introduced to a lot of different subjects, intrigued by the concepts and ideas, and enticed to come back to the same themes again in the future. And so you will find we follow a spiral pattern of education, touching on certain topics repeatedly this year and again in future years.

This way, the basic vocabulary of science becomes ingrained not only in short-term, but also long-term memory. “Oh, yeah. I vaguely remember hearing about pistils and stamens earlier this year,” a child may say—late in the program. When the child studies biology again in future programs, the names and concepts will be vague, but recognizable, as the child gains deeper understanding. Please don’t expect mastery of the vocabulary at this age. That will come in time.

We want our children to remember what they have learned because they can’t help it; because they want to. We don’t want them merely to memorize what they are supposed to learn so they can pass a test.

The science experiments in this package, although not larger than life, work well.

As you do the experiments and demonstrate care in reading and following directions, recording data, and such, your children learn to follow your lead. An attitude of success—”Sure. We can do this!”—rubs off as well. These cannot be taught simply by reading books; they have to be modeled.

One quick note before you begin: The experiments also don’t coordinate with the other science reading. We have not found any single book that coordinates great informa-tion and exciting illustrations (as found in the majority of our science books) with great hands-on activities and experiments. We believe we have selected the best cluster of books for both interest and excitement, but know up front: the science reading will not match the experiments.

My Downloads

Find extra schedule pages, new user information (how to use a Sonlight guide) and further helpful information specific to the guide you have purchased from Sonlight on our website: www.sonlight.com. Go to Your Account and select the Downloads section to find all of the downloads for your guide.

©2019 by Sonlight Curriculum

, Ltd. All rights reserved.

4 | Section One | 5-Day | Geology, Physics, and Origins

Theistic evolutionists accept the existence of God, but view Him as being active in the process of evolution. Chris-tian theistic evolutionists may appeal to Scripture support-ing God’s active involvement in His creation (such as 1 Cor-inthians 8:6, Hebrews 1:3, etc.). In areas where a naturalist sees random processes and events, the theistic evolutionist argues that God is actively involved in directing matters.

Theism accepts that there is more to reality than the material world. There is a supernatural world and God exists as a personal being, active in His creation. By defini-tion, naturalism excludes God. Christian theists who reject macroevolution and theistic evolution argue that God is Creator and Designer, having made all life without resort-ing to any macroevolutionary processes.

Scientific objections to macroevolution include, for instance, allegations that the fossil record lacks transitional forms, that genetic mutations are commonly harmful not helpful, and claims that life shows signs of intelligent design.

One goal we have at Sonlight is to present fair and bal-anced perspectives on issues, including science and evolu-tion. As a result, some of the materials we choose to utilize will at times present evolutionary points of view, while other selections will not. As the parent, we encourage you to provide guidance for your children on these topics. In our assessment, it’s better for your children to have some exposure to controversial topics at home, with intelligent and caring guidance, rather than have them be surprised by ideas they will eventually encounter anyway.

The Age of the Earth

Another issue that will come up in the course of study-ing science has to do with questions about the age of the Earth. Secular books in some of our science programs will at times refer to “millions” or “billions” of years. For Chris-tians who hold to a young Earth perspective, believing the Earth may only be several thousand years old rather than billions, such phrasings pose a problem.

We suggest two solutions. First, whenever you encoun-ter “millions” or “billions” in a science book, feel free to rephrase the sentences in question with phrases such as “a long time,” “a very long time,” or variations of this phras-ing. Second, you may wish to state that although the book uses millions and billions of years, there are other perspec-tives on the age of the Earth and the age of the universe.

If your children ask why there is disagreement on the age of the Earth and/or universe, you can explain that not everyone interprets the data in the same way. In addi-tion, not everyone employs the same research methods or believes in the same data. Young Earth creationists, for example, include their interpretation of the Bible as a primary source of data. Those who hold to an Old Earth tend either to ignore the Bible (if they are non-Christian) or interpret the biblical creation account in such a way that allows for an Old Earth without diminishing essential Christian doctrine. The Bible, from this Old Earth perspec-tive, may be a supplementary witness regarding the ques-tion of the age of the Earth, but traditional interpretations

of it in reference to the age of the Earth need to remain open to reinterpretation.

You may also wish to add, “We aren’t sure about how old the Earth is, but I happen to believe … ” Then state your position on the matter.

Our goal here is not to present a definitive position on the age of the Earth or to present nuanced arguments for each side in the debate, but to leave it to you, as parent, to discuss with your children as you see fit.

Discussion and disagreement about the age of the Earth leads to another important point: Is a particular view of the age of the Earth an essential Christian doctrine? Sometimes nonessential beliefs can lead to problems with essential beliefs, so this point needs to be approached carefully and thoughtfully. In general, however, we do well to follow the maxim, “In essentials unity, in nonessentials liberty, and in all things charity.” In other words, we should foster Christian unity on essentials, rather than division about nonessentials.

Student Activity Sheets

After the notes for each week, you will find Activity Sheets to reinforce what you are teaching and also engage your student. The questions coordinate with what you are reading and each activity is assigned on the schedule page.

It is not necessary to complete every activity provided. These are merely suggestions and you, as the teacher, can determine which are best suited for your children. You will find a variety of activities included in the Activity Sheets that are designed to draw on different skills and interests.

We have also included corresponding Instructions and Answer Key pages for all activities. You may want to file the Activity Sheets in a separate binder for your student’s use.

Note: If you might reuse your Instructor’s Guide and Student Activity Sheets in the future (for a younger child, for instance), we strongly suggest that you purchase an extra set of Activity Sheets when you buy the Instructor’s Guide. That way, when we update our Instructor’s Guides you will have matching Activity Sheets when you need them. Please contact us if you are looking for Activity Sheets from the past.

Practical Suggestion for Experiments

Please be aware that some of your books may imply that an experiment will knock your socks off: the results will be “bigger than life.” The reality, we’ve found, is rarely so exciting. Often what you should be looking for is a very small change. The experiments suggested in your books are basic ideas. Try them, improve them! If you fig-ure something out that works better than the instructions in your book, please tell us! Some experiments work every time, some may take several tries. Even the most famous scientists have had to try the same (or similar) experi-ments over and over. If an experiment does not work the first time, please try again.

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Geology, Physics, and Origins | 5-Day | Section One | 5

Supplementary Searches

We know that there are times throughout our curriculum when your children will want to learn more about a given subject. Use their enthusiasm and the resources you have available to learn more. Occasionally, we will provide internet search instructions for you to find more information. Please use caution and your own discretion as you look at different internet sites. We highly recommend that you look at the sites before allowing your children to browse on their own. We hope you find this helpful!

Corrections and Suggestions

At Sonlight Curriculum we are constantly working to improve our product development. We would love it if we could get you to help us with this process.

Whenever you find an error anywhere in one of our Instructor’s Guides, please check our updates page for the latest information at www.sonlight.com/curriculum

-updates.html. Report new information by sending a short e-mail to: [email protected]. It would be help-

ful if the subject line of your e-mail indicated where the problem is. For instance, “Science G/Section Two/Week 1/Schedule.”

If, while going through our curriculum, you think of any way we could improve our product, please e-mail your suggestions to: [email protected]. If you know of a different book we should use, if you think we should read a book we assign at a different point in the year, or if you have any other ideas, please let us know.

Summary

We hope that you enjoy your adventure this year and that it helps you learn more about the world we live in. If we can be of any assistance, please do not hesitate to e-mail us at [email protected], call us at (303) 730-6292, or better yet, join our Sonlight Connections Community (sonlight.com/connections), where you can chat with others who are going through this same program. You can ask questions, learn new ideas, share with others what you have learned, problem-solve, or just talk. Happy exploring! n

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Geology, Physics, and Origins | 5-Day | Section Two | Week 1 | 1

N Parental Notes

Level G: Science

Activity Sheet QuestionsDay

1 #1–3

Activity Sheet Questions

Activity Sheets are included after the notes and are assigned on each schedule page. Each Activity Sheet has a corresponding Answer Key page following these schedule pages.

You do not have to do every question on the Activity Sheets. Feel free to adjust and/or omit activities to meet the needs of your children. We cover the same concepts repeatedly throughout the year (and years to come!) to enable students to learn “naturally” through repetition and practice over time.

Any question marked Challenge: will be just that—a challenge for your children. While we believe the material covered in the challenge questions is worthwhile for your children to know, it may not be specifically explained

What's Science All About?Day

1 pp. 94–101

The little sidebar on the bottom of page 99 has some interesting wording: “What about all those substances on alien planets?” Instead of the words “alien planets,” the authors could have simply said, “other planets.” The word “alien” can mean all kinds of things, but is most commonly associated with speculation about alien life (i.e. little green men or space aliens). [pp. 98–99]

Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36Days 1–5: Date: _______ to _______

Week 1Date: Day 1 Day 2 Day 3 Day 4 Day 5

What's Science All About? pp. 94-101 pp. 102-105 pp. 106-107 pp. 108-109

Activity Sheet Questions #1–3 #4–6 #7 #8–11

Chemically Active See the list below for supplies you will need on Thursday

N

pp. 3–6, Chap. 1, pp. 7–11

N

Do Together Hot or Cold?

Supplies We provide: GSK—soap flake .You provide: 1 small red cabbage, grater, stainless steel or enamel saucepan, water, strainer, mixing bowl, measuring cup, large clean mayonnaise jar, teaspoon, white vinegar, cream of tartar, baking soda, chlorine bleach. N

Shopping/Planning List For next week: No items needed next week.

Additional Subjects:



2 | Week 1 | Section Two | 5-Day | Geology, Physics, and Origins

in their reading assignment. As always, if you think any question is too difficult for your children, please feel free to skip the question.

We have provided a variety of activities to interest and challenge your children. Feel free to let your children do those activities that they enjoy and simply talk through others. We have provided space for you to fill in answers as your children respond verbally, or simply check off the items that you discuss.

Remember: This program is designed for you to use to meet your children’s needs. It is not meant to use you!

Suggestion: Your Activity Sheets might work more easily in a small binder for your children to keep and use as assigned. If you have more than one child using this program, extra Activity Sheets can be purchased for each child (Item #GSG1).

Chemically Active

Day

4 pp. 3–6, Chapter 1 pp. 7–11

Note to Mom or Dad: Many of the experiments this year will involve using the stove or a flame. Some may in-volve supplies that are poisonous, inflammable, or harmful to skin, eyes, or clothing. Some substances may produce irritating fumes and should only be used in well-ventilated areas. Have your children start the habit of washing their hands carefully after using the supplies.

An adult should always be present. Follow the experi-ment directions in Chemically Active closely, and have your children carefully read all labels to respect any warnings.

We use this book all year long to introduce you and your children to the world of chemistry.

Do Together

Each week throughout Science G, we will provide ideas for fun activities to do with your children. In general, we will try to make the activities actually “active”: performing additional research on a particular topic, watching a video, playing a game, getting outside, or some other type of “hands-on” activity that seeks to apply what your children have been learning in a meaningful way.

Take our ideas for what they are—mere suggestions—and don’t feel burdened by them. If your children don’t want to do a particular activity or have a different, better idea, by all means ditch ours and go with theirs!

Day

5 Hot or Cold?

Ask your children if they can tell the difference between something that is hot and something that is cold. What did they say? Of course! In reality, though, our bodies can sometimes fool us. Our senses are not always as accurate as we might think.

To convince your children of this fact, do a simple experiment with them. You’ll need three large bowls, cold water, warm water, and hot water (just make sure it’s not too hot). Ask your children to put one hand in the bowl of cold water and one hand in the bowl of hot water. Can they tell the difference? Sure!

But what about the bowl of warm water? Ask them to remove their hands from the bowls of cold and hot water and place them both in the bowl of warm water. Although both hands are now in the same temperature water (warm), do their hands tell them the same thing? No way! The hand that was in cold water will tell them the water is hot, while the hand that was in hot water will tell them the water is cold.

Explain that this is one example of how our senses can fool us. To get accurate temperatures, we must rely on spe-cial tools, such as thermometers. If they enjoyed this little experiment, let them try it on a friend or relative. Let them explain the phenomenon to their subject as they conduct the experiment.

Supplies

When supplies are listed as “We provide:” they are materials found in your Science G Supplies Kit (GSK). When supplies are listed as “You provide:” they are materials you can generally find around your home.

Shipping Restrictions

Due to strict import regulations, it is illegal to ship bio-logical matter to certain countries (including New Zealand and Australia). If you requested your science supplies to be shipped to a country with such restrictions, we have removed that kit from your order and reduced your charge accordingly. n

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8.

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k to

geth

er, s

o m

olec

ules

in a

liqu

id

have

mor

e en

ergy

(and

are

war

mer

) tha

n th

ose

in a

solid

, and

the

sam

e co

mpa

rison

is tr

ue fo

r mol

ecul

es in

a g

as c

om-

pare

d to

a li

quid

.)

1

2

3

4 5

6

SB

UO

BI

LS

OL

ID

IF

YM

ME

VA

PO

RA

TE

LT

TC

ON

DE

NS

E

SB

UO

BI

LS

OL

ID

IF

YM

ME

VA

PO

RA

TE

LT

TC

ON

DE

NS

E2

©2019 by Sonlight Curriculum, Ltd. All rights reserved.

Wee

k 1 A

ctiv

ity S

heet

| 5

-Day

| G

eolo

gy, P

hysi

cs, a

nd O

rigi

ns

Scie

nce

G: W

eek

1 Act

ivit

y Sh

eet

Wha

t’s S

cien

ce A

ll A

bout

?

1.

Sum

mar

ize

wha

t che

mis

ts s

tudy

. (p

. 98)

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

2.

Wha

t was

the

bigg

est p

robl

em w

ith e

arly

mat

ches

? (p

. 100

) _

____

____

____

____

____

____

__

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

3.

How

is T

eflo

n® u

niqu

e as

a s

ubst

ance

? (p

. 101

) _

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

4.

The

smal

lest

par

ticle

that

can

hav

e th

e pr

oper

ties

of a

n el

emen

t is

calle

d w

hat?

(p.

104

) _

____

____

____

____

____

_

A

tom

s th

at s

tick

toge

ther

in g

roup

s of

two

or m

ore

are

calle

d __

____

____

____

____

____

____

____

____

___.

5.

Oxy

gen

gas

is a

n el

emen

t bec

ause

… (

pp. 1

04–1

05)

___

____

____

____

____

____

____

____

____

____

____

____

____

_

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

6.

Do

reac

tions

alw

ays

happ

en w

hen

you

mix

sub

stan

ces

toge

ther

? Ex

plai

n. (

p. 1

05)

___

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

7.

Chal

leng

e! D

raw

an

“X” i

n th

e ap

prop

riate

col

umn

to c

lass

ify e

ach

subs

tanc

e as

a m

ixtu

re, e

lem

ent,

or a

com

poun

d.

Feel

free

to u

se th

e Pe

riodi

c Ta

ble

of E

lem

ents

on

pp. 1

24–1

25 if

you

get

stu

ck.

(pp.

106

–107

)

Mix

ture

Com

poun

dEl

emen

t

hydr

ogen

wat

er

tabl

e sa

lt (s

odiu

m c

hlor

ide)

gran

ola

nitr

ogen

hydr

ogen

per

oxid

e

(T

hey

stud

y su

bsta

nces

—w

hat t

hey

are,

wha

t the

y ca

n do

, wha

t's in

side

them

and

how

they

can

cha

nge.

)

(T

hey

caug

ht fi

re to

o ea

sily

.)

(It d

oesn

't be

com

e st

icky

whe

n it

gets

hot

.)

(an

atom

)

(mol

ecul

es)

(it is

a su

bsta

nce

mad

e fro

m o

nly

one

type

of a

tom

)

(No,

subs

tanc

es c

an a

lso

mix

with

out r

eact

ing

or b

ondi

ng to

geth

er, i

n w

hich

cas

e th

ey a

re c

alle

d a

mix

ture

rath

er th

an a

che

mic

al c

ompo

und.

)

1


Geo

logy

, Phy

sics

, and

Ori

gins

| 5

-Day

| W

eek

1 Act

ivity

She

et

Scie

nce

G: W

eek

1 Act

ivit

y Sh

eet

This page intentionally left blank.

What’s Science All About?

1. Summarize what chemists study. (p. 98) ______________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

2. What was the biggest problem with early matches? (p. 100) ___________________________

______________________________________________________________________________

3. How is Teflon® unique as a substance? (p. 101) ________________________________________________________

________________________________________________________________________________________________

4. The smallest particle that can have the properties of an element is called what? (p. 104) ______________________

Atoms that stick together in groups of two or more are called _____________________________________.

5. Oxygen gas is an element because… (pp. 104–105) ____________________________________________________

________________________________________________________________________________________________

6. Do reactions always happen when you mix substances together? Explain. (p. 105) ___________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

7. Challenge! Draw an “X” in the appropriate column to classify each substance as a mixture, element, or a compound.

Feel free to use the Periodic Table of Elements on pp. 124–125 if you get stuck. (pp. 106–107)

Mixture Compound Element

hydrogen

water

table salt (sodium chloride)

granola

nitrogen

hydrogen peroxide

1

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Geology, Physics, and Origins | 5-Day | Week 1 Activity Sheet

Science G: Week 1 Activity Sheet

8. Compare the molecules in the pictures below, then label each as either solid, liquid or gas. (p. 108)

_______________________________ _______________________________ _______________________________

9. What is the difference between the three states of matter? (p. 108)

________________________________________________________________________________________________

________________________________________________________________________________________________

10. How does temperature affect the three states of matter? (p. 108) _________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

11. Solve the puzzle using the terms in the box. (pp. 108–109)

condense boil solidify

evaporate melt sublimate

Across

3) to change state from a liquid to a solid

5) to change state from a liquid to a gas

6) to change state from a gas to a liquid

Down

1) to change state directly from a gas to a solid, or from a solid to a gas

2) the agitated state of a liquid when it is at the temperature where it changes from a liquid to a gas

4) to change state from a solid to a liquid

1

2

3

4

5

6

2



Week 1 Activity Sheet | 5-Day | Geology, Physics, and Origins


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.


N Parental Notes

Level G: Science

8. Compare the molecules in the pictures below, then label each as either solid, liquid or gas. (p. 108)

_______________________________ _______________________________ _______________________________

9. What is the difference between the three states of matter? (p. 108)

________________________________________________________________________________________________

________________________________________________________________________________________________

10. How does temperature affect the three states of matter? (p. 108) _________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

11. Solve the puzzle using the terms in the box. (pp. 108–109)

condense boil solidify

evaporate melt sublimate

Across

3) to change state from a liquid to a solid

5) to change state from a liquid to a gas

6) to change state from a gas to a liquid

Down

1) to change state directly from a gas to a solid, or from a solid to a gas

2) the agitated state of a liquid when it is at the temperature where it changes from a liquid to a gas

4) to change state from a solid to a liquid

1

2

3

4

5

6

2




Science G: Week 1 Activity SheetWeek Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Do TogetherDay

6 Changing States

Reinforce what your children learned about the various states of matter this week by testing them out with water. First, ask them to grab a glass of water. Let them examine it. Ask them to tell you about it. What state is it in?

Now ask them how to turn it into a solid. How would they do that? Will they need to cool it or heat it? Help them turn their glass of water into a solid by pouring it in an ice cube tray to freeze.

While you’re waiting for the water to freeze, discuss how to turn it into a gas. Again, how would your children turn this liquid water into a gas? Help them pour some water into a pan to heat on the stove. How long does it take before the water reaches the appropriate temperature to turn into a gas?

Ask your children to describe the water in its gaseous form. How is it similar to the liquid form? How is it differ-ent? As soon as the water you put in the freezer has fro-zen, ask your children to examine it in the same way. Ask the same questions. What is their favorite form of water? Liquid to drink or swim in? Frozen to make their drinks cooler on a hot day? Why? n

Days 6–10: Date: _______ to _______



Activity Sheet Questions #1 # 2–6 #7–8 #9

Chemically Active Chap. 6 pp. 101–105

Do Together Changing States

Supplies No experiment this week.






7.

Des

crib

e a

met

hod

you

mig

ht u

se to

sep

arat

e a

mix

ture

of…

(pp

. 114

–115

)

…

gra

vel a

nd w

ater

: _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

…

iron

filin

gs a

nd b

aby

pow

der:

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

…

sal

t and

wat

er:

___

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

8.

Why

is it

pos

sibl

e to

sep

arat

e su

bsta

nces

in a

mix

ture

? (p

. 114

–115

)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

9.

Brie

fly d

escr

ibe

each

sep

arat

ion

tech

niqu

e. (

pp. 1

15–1

17)

D

istil

latio

n: _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

(P

aper

) Chr

omat

ogra

phy:

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Ce

ntrif

ugat

ion:

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

(le

t the

wat

er st

and

and

allo

w th

e gr

avel

to si

nk to

the

bott

om—

or u

se a

stra

iner

to st

rain

off t

he w

ater

)

(use

a m

agne

t to

pull

out t

he ir

on fi

lings

)

(

dist

ill it

: boi

l the

mix

ture

—th

e w

ater

will

eva

pora

te a

way

from

the

salt)

(bec

ause

the

prop

ertie

s of s

ubst

ance

s in

a m

ixtu

re st

ay th

e sa

me

afte

r the

y ha

ve b

een

mix

ed, s

o yo

u ca

n us

e th

eir p

rop-

ertie

s to

help

you

sepa

rate

them

)

(

purif

ying

subs

tanc

es u

sing

boi

ling

poin

ts: s

ince

diff

eren

t sub

stan

ces b

oil a

t diff

eren

t tem

pera

ture

s, ch

em-

ists

can

boi

l a so

lutio

n an

d ca

ptur

e an

d co

ol th

e ga

s as i

t con

dens

es a

gain

to se

para

te su

bsta

nces

)

(

a so

lven

t is a

bsor

bed

alon

g th

e le

ngth

of a

pie

ce o

f pap

er. S

ome

solu

tes s

prea

d fa

rthe

r

apar

t tha

n ot

hers

dep

endi

ng o

n ho

w st

rong

ly th

ey st

ick

to th

e pa

per)

(

Chem

ists

will

pla

ce so

lutio

ns o

f sub

stan

ces w

ith d

iffer

ent d

ensi

ties i

n tu

bes a

nd th

en in

to a

cen

trifu

ge.

The

cent

rifug

e sp

ins a

roun

d re

ally

fast

whi

ch fo

rces

the

dens

est s

olut

es to

war

d th

e bo

ttom

of t

he tu

be.)

4


Wee

k 2

Act

ivity

She

et |

5-D

ay |

Geo

logy

, Phy

sics

, and

Ori

gins

Scie

nce

G: W

eek

2 A

ctiv

ity

Shee

t

Wha

t’s S

cien

ce A

ll A

bout

?

1.

Why

doe

s pr

essu

re a

ffect

a s

ubst

ance

’s cu

rren

t sta

te?

(p. 1

10)

___

____

____

____

____

____

____

____

____

____

____

__

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

2.

Des

crib

e so

me

of th

e ph

ysic

al p

rope

rtie

s of

pur

e w

ater

. (p

. 112

)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

3.

How

do

chem

ical

pro

pert

ies

diffe

r fro

m p

hysi

cal p

rope

rtie

s? (

p. 1

12)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

4.

How

is b

akin

g a

cake

an

exam

ple

of a

che

mic

al re

actio

n? (

p. 1

12)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

5.

Why

won

’t ta

p w

ater

boi

l at 1

00°C

? (p

. 113

) _

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

6.

Chal

leng

e! W

hen

you

diss

olve

sug

ar in

wat

er a

t roo

m te

mpe

ratu

re, t

here

will

com

e a

time

whe

n

the

suga

r sto

ps d

isso

lvin

g—no

mat

ter h

ow lo

ng y

ou s

tir. A

t thi

s po

int,

we

say

the

solu

tion

is s

atur

ated

—th

e w

ater

has

been

load

ed to

cap

acity

. Bas

ed o

n yo

ur re

adin

g, c

an y

ou th

ink

of a

way

to g

et m

ore

suga

r to

diss

olve

? (p

. 113

)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

(pre

ssur

e ca

n de

term

ine

how

free

a su

bsta

nce'

s mol

-

ecul

es a

re to

mov

e ar

ound

, so

chan

ges i

n pr

essu

re c

an so

met

imes

cau

se a

cha

nge

of st

ate,

eve

n if

ther

e ha

sn't

been

a

chan

ge in

tem

pera

ture

)

(Pos

sibl

e: it

is a

liqu

id a

t roo

m te

mpe

ratu

re; i

ts fr

eezi

ng p

oint

is 0

°C, a

nd it

boi

ls a

t 100

°C. I

t is

clea

r, po

urs e

asily

, has

no

notic

eabl

e od

or…

)

(Phy

sica

l pro

pert

ies p

rimar

ily d

escr

ibe

wha

t a su

bsta

nce

is li

ke o

n its

ow

n; c

hem

ical

pro

pert

ies d

escr

ibe

wha

t a su

b-

stan

ce c

an d

o. P

hysi

cal p

rope

rtie

s can

be

foun

d us

ing

sim

ple

test

s, bu

t the

onl

y w

ay to

test

a c

hem

ical

pro

pert

y is

to

mak

e a

chem

ical

reac

tion

happ

en.)

(the

new

subs

tanc

e lo

oks a

nd fe

els d

iffer

ent f

rom

the

mix

ture

and

can

no

long

er b

e se

para

ted

into

the

orig

inal

ingr

edie

nts)

(B

ecau

se it

is im

pure

—it

cont

ains

smal

l am

ount

s of

chlo

rine

whi

ch is

add

ed to

kill

bac

teria

.)

(hea

t the

wat

er—

the

hott

er w

ater

get

s, th

e ea

sier

it b

ecom

es to

dis

solv

e th

ings

in it

)

3


Geo

logy

, Phy

sics

, and

Ori

gins

| 5

-Day

| W

eek

2 A

ctiv

ity S

heet

Scie

nce

G: W

eek

2 A

ctiv

ity

Shee

t


1. Why does pressure affect a substance’s current state? (p. 110) _____________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

2. Describe some of the physical properties of pure water. (p. 112)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How do chemical properties differ from physical properties? (p. 112)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

4. How is baking a cake an example of a chemical reaction? (p. 112)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

5. Why won’t tap water boil at 100°C? (p. 113) _____________________________________________

__________________________________________________________________________________

6. Challenge! When you dissolve sugar in water at room temperature, there will come a time when

the sugar stops dissolving—no matter how long you stir. At this point, we say the solution is saturated—the water

has been loaded to capacity. Based on your reading, can you think of a way to get more sugar to dissolve? (p. 113)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

3

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.




1. Why does pressure affect a substance’s current state? (p. 110) _____________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

2. Describe some of the physical properties of pure water. (p. 112)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How do chemical properties differ from physical properties? (p. 112)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

4. How is baking a cake an example of a chemical reaction? (p. 112)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

5. Why won’t tap water boil at 100°C? (p. 113) _____________________________________________

__________________________________________________________________________________

6. Challenge! When you dissolve sugar in water at room temperature, there will come a time when

the sugar stops dissolving—no matter how long you stir. At this point, we say the solution is saturated—the water

has been loaded to capacity. Based on your reading, can you think of a way to get more sugar to dissolve? (p. 113)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

3

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.






7. Describe a method you might use to separate a mixture of… (pp. 114–115)

… gravel and water: ______________________________________________________________________________

________________________________________________________________________________________________

… iron filings and baby powder: ____________________________________________________________________

__________________________________________________________________________

… salt and water: __________________________________________________________

__________________________________________________________________________

8. Why is it possible to separate substances in a mixture? (p. 114–115)

________________________________________________________________________________________________

________________________________________________________________________________________________

9. Briefly describe each separation technique. (pp. 115–117)

Distillation: ______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

(Paper) Chromatography: __________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Centrifugation: __________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

4





©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.


N Parental Notes

Level G: Science

7. Describe a method you might use to separate a mixture of… (pp. 114–115)

… gravel and water: ______________________________________________________________________________

________________________________________________________________________________________________

… iron filings and baby powder: ____________________________________________________________________

__________________________________________________________________________

… salt and water: __________________________________________________________

__________________________________________________________________________

8. Why is it possible to separate substances in a mixture? (p. 114–115)

________________________________________________________________________________________________

________________________________________________________________________________________________

9. Briefly describe each separation technique. (pp. 115–117)

Distillation: ______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

(Paper) Chromatography: __________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Centrifugation: __________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

4




Science G: Week 2 Activity SheetWeek Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

What's Science All About?Day

11 pp. 118–119

“What is the world made of?” is an interesting question, but science is limited on related questions. For instance, where did everything come from to begin with? Is matter eternal? Did it come into being at some specific point? If so, where did it come from? If the Big Bang theory is true, then everything that physically makes up our universe sprang out of an initial singularity. But where did the material come from and what caused the Big Bang? Within Christian theism, God is not merely a craftsman who shapes pre-existing matter, but a creator who originated the material in the first place. [p. 119]

Do TogetherDay

11 Electrolysis

Take what your children learned about electrolysis today one step further. Since you probably do not want to try electrolysis by yourself at home, use your favorite search engine and search the phrase, "Electrolysis of water." We recommend finding a video with a good demonstration.

Did they realize that electrolysis of water could be used to break down water into hydrogen and oxygen atoms, thereby providing the basic building blocks of a possible alternative fuel? How might these elements (and their potential energy) be converted or otherwise used as a power source? Do they think they might someday drive a hydrogen-powered vehicle? Why or why not? What might the benefits be? Are there any particular drawbacks?

Use this time to discuss the importance of developing alternative sources of energy. What, if any, alternative energy sources can be found near your home? Are any of them being utilized today? If so, which ones?

Days 11–15: Date: _______ to _______



Activity Sheet Questions #1–2 #3–5 #6–9 #10–12

Chemically Active Chap. 6 pp. 114–120

Do Together Electrolysis Periodic Table of Elements

Supplies No experiment this week.






Day

12 Periodic Table of Elements

As your children continue their journey through the world of chemistry, they will hear a lot about different ele-ments, which are the basic building blocks of all substances on Earth. Use the Internet to find a copy of the periodic ta-ble of elements that you can print for your children to study or spend some time poring over the one in your book.

Which of the elements are they familiar with? How many have they never heard of? What do they notice about the structure and organization of the table? Which elements are similar? Which elements are gases? Metals? Which ones are radioactive?

Let your children pick out a few elements to study in greater depth. Use the Internet to find more information about their selected elements. Which elements can you find samples of around the house? Hint: You should be able to find some oxygen, hydrogen (combined with oxygen to form water!), gold, silver, copper, etc. What elements are the rarest? Which ones are most valuable? Most dangerous? n

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.


Wha

t’s S

cien

ce A

ll A

bout

?

1.

How

doe

s a

chem

ical

reac

tion

diffe

r fro

m a

mix

ture

? (p

p. 1

05, 1

14–1

18)

Chem

ical

Rea

ctio

nM

ixtu

re

2.

Brie

fly d

escr

ibe

the

elec

trol

ysis

pro

cess

. (p

. 118

) _

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

3.

Why

do

subs

tanc

es h

ave

diffe

rent

pro

pert

ies?

(p.

121

) __

____

____

____

____

____

____

____

____

____

____

____

____

_

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

4.

Des

crib

e w

hat a

sci

entis

t can

det

erm

ine

from

eac

h pa

rt o

f thi

s su

bsta

nce’

s sy

mbo

l. (p

. 123

)

1)

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

2)

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

1

2

(bon

ds b

etw

een

atom

s are

bro

ken

and

rear

rang

ed to

form

new

com

poun

ds; c

hem

ical

com

poun

ds h

ave

diffe

rent

pro

pert

ies f

rom

thos

e of

the

elem

ents

they

con

tain

)

(com

pone

nts a

re st

ill se

para

ble;

com

pone

nts

still

hav

e th

e sa

me

prop

ertie

s as t

hey

did

whe

n th

ey w

ere

sepa

rate

)

(a c

ompo

und

is m

elte

d or

dis

solv

ed in

a so

lven

t to

mak

e an

ele

c-

trol

yte.

The

n, c

hem

ists

pas

s an

elec

tric

cur

rent

thro

ugh

it, c

ausi

ng th

e co

mpo

und

to b

reak

apa

rt)

(b

ecau

se th

ey a

re m

ade

of d

iffer

ent k

inds

of a

tom

s,

whi

ch b

ehav

e di

ffere

ntly

from

oth

er k

inds

of a

tom

s)

(

The

lett

ers d

escr

ibe

the

elem

ents

that

form

eac

h m

olec

ule

in a

subs

tanc

e. T

his s

ubst

ance

is m

ade

from

two

elem

ents

—hy

drog

en a

nd o

xyge

n.)

(

The

subs

crip

t num

bers

hel

p de

scrib

e th

e ra

tio o

f ato

ms i

n ea

ch m

olec

ule

of th

is su

bsta

nce.

In th

is

subs

tanc

e, th

ere

are

two

hydr

ogen

ato

ms f

or e

very

oxy

gen

atom

.)

5


Geo

logy

, Phy

sics

, and

Ori

gins

| 5

-Day

| W

eek

3 A

ctiv

ity S

heet

Scie

nce

G: W

eek

3 A

ctiv

ity

Shee

t

5.

Chal

leng

e! C

an y

ou w

rite

out t

he s

cien

tific

nam

es o

f the

se c

ompo

unds

? Fi

rst w

rite

the

num

ber o

f ato

ms

per

mol

ecul

e fo

r eac

h el

emen

t in

the

com

poun

d. T

hen

use

the

pref

ixes

in th

e bo

x to

hel

p yo

u w

rite

thei

r sci

entif

ic

nam

es. N

ote:

for t

hese

exa

mpl

es, t

he s

econ

d w

ord

will

end

in th

e su

ffix

“-id

e”.

(p. 1

23)

CO

___

___

car

bon

__

____

oxy

gen

Nam

e: _

____

____

____

____

____

____

____

____

____

____

NaC

l __

____

sod

ium

____

__ c

hlor

ine

Nam

e: _

____

____

____

____

____

____

____

____

____

____

CO₂

___

___

car

bon

__

____

oxy

gen

Nam

e: _

____

____

____

____

____

____

____

____

____

____

CCl₄

___

___

car

bon

__

____

chl

orin

e

Nam

e: _

____

____

____

____

____

____

____

____

____

____

6.

An

elem

ent’s

ato

mic

num

ber i

s eq

ual t

o… (

p. 1

24)

th

e nu

mbe

r of p

roto

ns in

eac

h sh

ell.

th

e nu

mbe

r of p

roto

ns in

the

nucl

eus.

th

e nu

mbe

r of n

eutr

ons

in th

e nu

cleu

s.

th

e nu

mbe

r of e

lect

rons

in a

n at

om.

7.

H

ow is

the

Perio

dic

Tabl

e cu

rren

tly la

id o

ut?

(pp.

124

–125

) _

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

8.

Labe

l the

par

ts o

f the

ele

men

t fro

m th

e Pe

riodi

c Ta

ble

belo

w. T

hen

fill i

n th

e m

issi

ng in

form

atio

n fo

r the

oth

er th

ree

elem

ents

. (p

p. 1

24–1

25)

m

ono-

= 1

di

- = 2

tr

i- =

3 te

tra-

= 4

pe

nta-

= 5

he

xa- =

6

hept

a- =

7

octa

- = 8

no

na- =

9

deca

- = 1

0

carb

on m

onox

ide

11 23

He2 4

Mo

42

209

(1)

(1)

(1)

(2)

(1)

(1)

(1)

(4)

(car

bon

diox

ide)

(sod

ium

chl

orid

e)

(car

bon

tetr

achl

orid

e)

(in

ord

er o

f ato

mic

num

ber [

the

num

ber o

f pro

tons

in

the

atom

], w

ith th

e el

emen

t with

the

low

est a

tom

ic n

umbe

r in

the

uppe

r lef

t han

d co

rner

; ele

men

ts th

at b

ehav

e si

mi-

larly

are

in v

ertic

al c

olum

ns)

(ato

mic

num

ber)

(sym

bol o

f the

ele

men

t)(m

ass n

umbe

r)

(96)

(Na)

(Bi)

(83)

6


Wee

k 3

Act

ivity

She

et |

5-D

ay |

Geo

logy

, Phy

sics

, and

Ori

gins

Scie

nce

G: W

eek

3 A

ctiv

ity

Shee

t




Id

entif

y ea

ch o

f the

abo

ve e

lem

ents

. (Se

e th

eir n

ame

belo

w th

e sy

mbo

l.) W

rite

thei

r nam

es b

elow

.

__

____

____

____

____

____

_

____

____

____

____

____

__

___

____

____

____

____

____

_

____

____

____

____

____

_

9.

Circ

le th

e el

emen

ts to

sho

w y

our a

nsw

er. T

hen

com

plet

e ea

ch s

tate

men

t. (p

p. 1

24–1

25)

W

hich

two

elem

ents

are

in th

e sa

me

grou

p?

Li

C

Ne

Cl

Si

El

emen

ts in

the

sam

e gr

oup

or c

olum

n us

ually

…

____

____

____

____

____

____

____

____

____

____

____

____

____

__

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

W

hich

two

elem

ents

are

in th

e sa

me

perio

d?

K

Mg

C N

i Xe

El

emen

ts in

the

sam

e pe

riod

have

the

sam

e… _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

10.

Mat

ch th

e ca

tego

ries

of m

etal

to th

e ch

arac

teris

tics

that

bes

t des

crib

e th

em.

(pp.

126

–127

)

reac

tive

met

als

••

shar

e so

me

prop

ertie

s w

ith m

etal

s an

d sh

are

som

e pr

oper

ties

with

non

-met

als

poor

met

als

••

are

soft

er a

nd e

asie

r to

mel

t tha

n ot

her m

etal

s

tran

sitio

n m

etal

s•

•do

n't c

ondu

ct h

eat o

r ele

ctric

ity w

ell

met

allo

ids

••

are

hard

to fi

nd in

thei

r pur

e fo

rms

non

met

als

••

can

be c

ombi

ned

with

oth

er m

etal

s to

cre

ate

allo

ys

11.

W

hat i

s or

gani

c ch

emis

try?

(p.

127

) __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

12.

In w

hat w

ay a

re n

eon,

arg

on (a

nd m

ercu

ry),

kryp

ton

and

xeno

n us

eful

? (p

. 127

)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

(He:

hel

ium

)(M

o: m

olyb

denu

m)

(Na:

Sod

ium

)(B

i: bi

smut

h)

(hav

e si

mila

r pro

pert

ies;

have

the

sam

e nu

mbe

r of e

lect

rons

in

thei

r out

erm

ost s

hells

)

(num

ber o

f she

lls)

(

the

stud

y of

che

mic

al c

ompo

unds

con

tain

ing

carb

on; s

cien

tists

use

d to

bel

ieve

that

thes

e co

mpo

unds

cou

ld o

nly

be fo

und

in li

ving

org

anis

ms)

(The

y pr

oduc

e a

colo

red

light

whe

n an

ele

ctric

cur

rent

pas

ses t

hrou

gh th

em.)

7


Geo

logy

, Phy

sics

, and

Ori

gins

| 5

-Day

| W

eek

3 A

ctiv

ity S

heet

Scie

nce

G: W

eek

3 A

ctiv

ity

Shee

t


1. How does a chemical reaction differ from a mixture? (pp. 105, 114–118)

Chemical Reaction Mixture

2. Briefly describe the electrolysis process. (p. 118) ________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

3. Why do substances have different properties? (p. 121) ___________________________________________________

_________________________________________________________________________________________________

4. Describe what a scientist can determine from each part of this substance’s symbol. (p. 123)

1) __________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2) _______________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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1. How does a chemical reaction differ from a mixture? (pp. 105, 114–118)

Chemical Reaction Mixture

2. Briefly describe the electrolysis process. (p. 118) ________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

3. Why do substances have different properties? (p. 121) ___________________________________________________

_________________________________________________________________________________________________

4. Describe what a scientist can determine from each part of this substance’s symbol. (p. 123)

1) __________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2) _______________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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5. Challenge! Can you write out the scientific names of these compounds? First write the number of atoms per

molecule for each element in the compound. Then use the prefixes in the box to help you write their scientific

names. Note: for these examples, the second word will end in the suffix “-ide”. (p. 123)

CO ______ carbon ______ oxygen

Name: _________________________________________

NaCl ______ sodium ______ chlorine

Name: _________________________________________

CO₂ ______ carbon ______ oxygen

Name: _________________________________________

CCl₄ ______ carbon ______ chlorine

Name: _________________________________________

6. An element’s atomic number is equal to… (p. 124)

the number of protons in each shell. the number of protons in the nucleus.

the number of neutrons in the nucleus. the number of electrons in an atom.

7. How is the Periodic Table currently laid out? (pp. 124–125) ____________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

8. Label the parts of the element from the Periodic Table below. Then fill in the missing information for the other three

elements. (pp. 124–125)

mono- = 1 di- = 2 tri- = 3 tetra- = 4 penta- = 5

hexa- = 6 hepta- = 7 octa- = 8 nona- = 9 deca- = 10

carbon monoxide

11

23

He2

4

Mo42

209

6





Identify each of the above elements. (See their name below the symbol.) Write their names below.

______________________ _______________________ _______________________ ______________________

9. Circle the elements to show your answer. Then complete each statement. (pp. 124–125)

Which two elements are in the same group?

Li C Ne Cl Si

Elements in the same group or column usually… ______________________________________________________

________________________________________________________________________________________________

Which two elements are in the same period?

K Mg C Ni Xe

Elements in the same period have the same… _________________________________________________________

________________________________________________________________________________________________

10. Match the categories of metal to the characteristics that best describe them. (pp. 126–127)

reactive metals • • share some properties with metals and share some properties with non-metals

poor metals • • are softer and easier to melt than other metals

transition metals • • don't conduct heat or electricity well

metalloids • • are hard to find in their pure forms

non metals • • can be combined with other metals to create alloys

11. What is organic chemistry? (p. 127) ________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

12. In what way are neon, argon (and mercury), krypton and xenon useful? (p. 127)

________________________________________________________________________________________________

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Geology, Physics, and Origins | 5-Day | Section Three | Science G—Weekly Subject List | 1

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Science G—Weekly Subject List

Week Subject1 substances/properties/how the world changes/atoms/molecules/compound/mixture/reaction/states: solid,

liquid, gas/melting point

2 air pressure/Boyle/physical and chemical properties/separation techniques: distillation, chromatography, centrifuge

3 separation techniques: electrolysis/how things work/proton/neutrons/electrons/periodic table/metal/metal-loid/non metals/noble/organic chemistry

4 elements/compounds/how shells work/ shells: ionic bonding and covalent bonding/pooling electrons/ions/covalent/crystals/nuclear reactions/radioactive

5 history of atoms/how things happen/reactions/endothermic/exothermic/activation energy/catalysts/ balancing equations/sample reactions

6 reaction types: trading places and breakdown/oxidation/reduction/combustion/acid/base/salt/ph scale/acid indicator/soap/weak bases

7 reactions/polymers/carbon/DNA/carbon dating/metal properties/alloys/steel/reactivity/gases

8 non-metal samples/chemical curiosities/how to discover what a substance is/chemical universe/elements from stars

9 rocks/types/greenhouse gas/animal/plant chemistry/body: food/hormones/bacteria/chemistry history/into to physics/beginning of atoms/Rutherford

10 protons/positive charge/quarks/gluons/feel force/speed/velocity/acceleration/mass/momentum/force types/friction

11 Newton’s laws/inertia/work/machines: pulley, wheel, lever/gravity/weight/mass/force/air resistance

12 center of gravity/pressure/problems with pressure/volume/density/displacement/energy/energy types/en-ergy transfer

13 fossil fuels/alternative fuels/power/thermal/condense/temperature vs. heat/conduction/radiation

14 wave/medium/oscillation/transverse/electromagnetic spectrum/light/colors/reflection/angle of incidence

15 total internal reflection/refraction/lenses/hearing/frequency/echoes/sonar/light vs sound/electrifying/large/static/attract

16 electric current/terminals/electrolyte/volts/circuit/series/current/how to draw/magnetic force/field/lines/magnet earth/electromagnetism

17 space/stars/sun/orbits/season/moon/year/solar system/comets/physics history/Biology: about life/jobs and inventions/seven processes/classification/animal kingdom

18 vertebrates/plant kingdom/animal vs plant cells/organs/organisms/cell division/mitosis/virus/protists/bacte-ria/microbes/medicines

19 skeleton/muscles/joints/nervous system/senses/digestion/respiration/circulation/reproduction/genetics

20 animal movement and life/plants parts/leaves/plants reproduce/spores/clones/ecology/habitat/ice/keystone species

21 food chain/web/pyramid/climate change/earth/maps/season/day-night/inside earth/crust

22 rock types/resources/metals/building materials/fossil fuels/energy/volcanoes/volcano variations/hot springs/volcanic islands/monitoring volcanoes

23 earthquakes/how earthquakes happen/earthquake safety/tsunamis/atmosphere/air and ocean currents/cycles/global warming

24 world climates/rainforests/tropic grasslands/monsoons/tropic deserts/mediterranean climate/temperate/polar

25 mountains/changing climate/weather/water and clouds/thunderstorms/windstorms/floods and droughts/freeze and boil

continued on next page

2 | Science G—Weekly Subject List | Section Three | 5-Day | Geology, Physics, and Origins



Week Subject26 strange weather/forecasts/plants/animals/ecosystems/people and ecosystems/population/farming

27 farm methods/soil/care for soil/layers of soil/weathering/erosion/rivers/river erosion/use of rivers

28 water underground/glaciers/sea edge/seas and oceans/use of oceans/map keys/general science information

29 origin of life/spontaneous generation/acquired characteristics

30 natural selection/mutations/whale origins/odds

31 similarities (homology)/parsimony/fossil record/Darwin

32 fossil record (invertebrate/fish/bats)/Cambrian Explosion

33 fossil record (pinnipeds/flying reptiles/dinosaurs)/evolution of whale controversy

34 fossil record (birds/Archaeopteryx)

35 fossil record (birds/feathered dinosaurs)

36 fossil record (flowering plants)/DNA formation/protein formation/amino acid formation/evolution controversy

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